External Factors of Social Class and Educational Achievement: Cultural Deprivation Flashcards
Define ‘cultural deprivation’.
When people are deprived of the norms and values that are needed to succeed.
Give supporting evidence for cultural deprivation affecting educational attainment.
5% of students from a routine occupation background went into HE, compared to 21% of lower managerial backgrounds.
- HESA (2016)
Give 3 examples of the values of people who experience cultural deprivation in relation to education.
1) Less value is placed on education
2) Might value vocational courses, such as BTECs, over A-levels
3) Less willing to make sacrifices for education
Give 3 examples of the norms of people who experience cultural deprivation in relation to education.
1) Receiving instant gratification
2) Leaving school as early as possible
3) Parents being less likely to attend parents evening
Identify a sociologist who describes a difference in language for those who experience cultural deprivation.
Bernstein (1975) argues that lower class children who experience cultural deprivation speak in restricted code limiting their vocabulary to simple sentences that can cause a misunderstanding of teachers who have more elevated codes.
Give 3 examples of the aspirations of people who experience cultural deprivation in relation to education.
1) They have less ambition
2) Hyman - they experience short-term orientation
3) They are more concerned with ‘proper man’ jobs such as working in factories or being builders
Define ‘cultural capital’.
When people have the sufficient norms and values that increase their social mobility and success.
Give 3 examples of the values of people who experience cultural capital in relation to education.
1) Higher value is placed on academic students
2) Higher value placed on higher education
3) Willing to make sacrifices for education
Give 3 examples of the norms of people who experience cultural capital in relation to education.
1) Extra curricular activities, such as private tutoring
2) Deferred gratification
3) Encourage to stay in higher education
Give 2 examples of the language of people who experience cultural capital in relation to education.
1) Bernstein - they speak in elaborate code with a wider range of vocab
2) They have the ability to articulate well with longer grammatically complex sentences
Give 2 examples of the aspirations of people who experience cultural capital in relation to education.
1) Hyman - they experience long-term orientation
2) Focus on careers with levels of advancements
Use 3 points to describe what Herbert Hyman argued about working class families.
1) They have a ‘self-imposed barrier’ to improving their position
2) They experience short-term orientation
3) Peceived their own position pessimistically
Use 3 points to describe what Barry Sugarman argued about working class families.
1) They are fatalistic
- They believe they can’t improve their prospects through their own hard work
2) Need instant gratification
- Making them more unlikely to sacrifice immediate income in order to stay in education
3) Believe in collective action
- The idea that success is achieved through group action and therefore individual success through the education system is unlikely
What did J.W.B Douglas find in his longitudinal study of 5,362 working class families?
The main factor of educational underachievement was the lack of parental interest in the child’s education.
Give a weakness for Douglas’s methodology in his study.
He only asked the teachers about their perception of parental interest.
